Current educational reforms have given rise to various types of "educational Taylorism", which encourage the creation of efficiency models in pursuit of a unified way to teach. In history education curriculum, this has been introduced through scripted textbook-based programs such as Teacher Curriculum Institute's History Alive! and completely online curricula. This volume will provide systematic models and examples of ways that teachers can compete with and effectively halt this transformation, and bring the craft of teaching back into the classroom.
Current educational reforms have given rise to various types of "educational Taylorism", which encourage the creation of efficiency models in pursuit of a unified way to teach. In history education curriculum, this has been introduced through scripted textbook-based programs such as Teacher Curriculum Institute's History Alive! and completely online curricula. This volume will provide systematic models and examples of ways that teachers can compete with and effectively halt this transformation, and bring the craft of teaching back into the classroom.
Gordon P. Andrews is Associate Professor of History at Grand Valley State University, USA. Wilson J. Warren is Professor of History at Western Michigan University, USA. James P. Cousins is Director of Undergraduate Studies and Master Faculty Specialist at Western Michigan University, USA.
Inhaltsangabe
1. Introduction. Part I: The Current Landscape of History Education. 2. History Alive! is History Dead: Problems with Textbook-driven Instruction. 3. The Teaching American History Project: Teachers' Assessments of Its Classroom Connection. 4. Crossing the Educational Rubicon: Collaboration as a Model for Change. Part II: The Argument for Creating the Space to Think and Teach Historically. 5. Developing a Craft Approach to Teaching History: What We Can Learn from the Gilder Lehrman Institute of American History's National History Teachers of the Year. 6. A Collaborative Model for Assessing Teachers: Why We Need It. Part III: Collaborating to Create Authentic Historical Thinking and Learning. 7. Historiography in High School Classrooms: A Review of the Literature. 8. Lifting the Veil: Teachers and Historiography. 9. Students and Historiography: How Collaboration Improves Learning. 10. Collaboration and Pre-Service Teachers: Using Historiography as Pedagogy. 11. Alternative Education: Historiography and Historical Thinking in the Non-Traditional Classroom
1. Introduction. Part I: The Current Landscape of History Education. 2. History Alive! is History Dead: Problems with Textbook-driven Instruction. 3. The Teaching American History Project: Teachers' Assessments of Its Classroom Connection. 4. Crossing the Educational Rubicon: Collaboration as a Model for Change. Part II: The Argument for Creating the Space to Think and Teach Historically. 5. Developing a Craft Approach to Teaching History: What We Can Learn from the Gilder Lehrman Institute of American History's National History Teachers of the Year. 6. A Collaborative Model for Assessing Teachers: Why We Need It. Part III: Collaborating to Create Authentic Historical Thinking and Learning. 7. Historiography in High School Classrooms: A Review of the Literature. 8. Lifting the Veil: Teachers and Historiography. 9. Students and Historiography: How Collaboration Improves Learning. 10. Collaboration and Pre-Service Teachers: Using Historiography as Pedagogy. 11. Alternative Education: Historiography and Historical Thinking in the Non-Traditional Classroom
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